Visual-Motor Skills Performance on the Beery-VMI: A Study of Canadian Kindergarten Children

Visual-Motor Skills Performance on the Beery-VMI: A Study of Canadian Kindergarten Children

The Beery VMI is one of the standardized assessment tools most widely used by occupational therapists to assess visual-motor integration. Currently, no specific norms exist for Canadian children. This study was developed to assess whether kindergarten children in Canada compared similarly to the nor...

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Bibliographic Details
Published in:The Open Journal of Occupational Therapy Vol. 2; no. 2; p. 4
Main Authors: Rouleau, Natasha, Morin, Marie-France, Bara, Florence, Coallier, Melissa
Format: Journal Article
Language:English
Published: Kalamazoo Western Michigan University 01-04-2014
Western Michigan University, Department of Occupational Therapy
Scholarworks @ WMU
Subjects:
Applied Research
Beery VMI
Elementary school students
Gender differences
handwriting
kindergarten
Kindergarten students
Occupational therapists
Occupational therapy
pediatric occupational therapy
Pediatrics
Physiological aspects
Practice
Standard scores
visual-motor skills
Canada
United States > US
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Summary:The Beery VMI is one of the standardized assessment tools most widely used by occupational therapists to assess visual-motor integration. Currently, no specific norms exist for Canadian children. This study was developed to assess whether kindergarten children in Canada compared similarly to the norms established in the U.S. sample of the Beery VMI in order to validate its use with Canadian children. Possible gender differences were also examined. The Beery VMI was administered to 151 kindergarten children, aged 5 to 6 years, at the end of the school year. The data collection took place in seven schools, where the participants were individually assessed. T-tests were used to compare the mean standard scores of the Canadian sample to those provided in the Beery VMI, as well as gender differences. Overall, the study sample showed a similar score (p = .997) compared to the U.S. norms, as well as a significant gender difference; girls obtained higher mean scores than boys (p = .003). These findings support the use of the Beery VMI reference norms to interpret performance results obtained by Canadian kindergarten children. However, the significant gender difference observed should be addressed in future studies.
ISSN:2168-6408
2168-6408
DOI:10.15453/2168-6408.1074